m odels of workplace learning in europe

Models of workplace learning in Europe

Jonathan Winterton

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Overview

context of study: EU policy, country variation research objectives, design, methodology findings by 8 countries compared perceived good practice and scope for

transfer (best fit, not best practice) factors promoting trade union influence strategies to increase union influence

Lisbon summit March 2000 Laeken Declaration December 2001 social partners’ Framework of Actions for

the Lifelong Development of Competencies and Qualifications February 2002

need for analysis of apparent good practice and to explore scope for transfer

Context of study

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European variation

competence models

dominant models UK, FR, DE, SE training regimes

state v market, school v work labour market/labour relations regimes

concerted regulation v market model union density and bargaining coverage

UK narrow functional approach FR simple comprehensive triptyque DE complex comprehensive Beruf SE functional and interpretive

these are the dominant European approaches and EU policy is promoting a best fit model that combines elements of all (EQF, ECVET…)

Competence models

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Taxonomy of training regimes

UK, MT

[IT] FR, LV, SE, TU

DE, SI

RegulationMarket

Focus

State

School

Work

Country Labour market regimeTrade union

densityBargaining coverage

UK Liberal free market 30% 34%

FR Statist concertation 7% 98%

DE Corporatist concertation 31% 61%

SE Corporatist concertation 85% 90%

MA Liberal free market 57% 56%

SI Corporatist concertation 41% 96%

LV Transition economy 16% 34%

TU Liberal free market 5% 2.5%

Labour market regulation

three principal objectives agreed with the SALTSA Programme that generously financed this work

to analyse and explain different approaches to competence development by trade

unions to identify good practice and explore its scope

for transfer to other contexts to establish priorities for capacity building for

trade unions in this area.

Research objectives

capture diversity and isolate effects competence models training regimes labour market regulation

pair ‘new’ and ‘old’ EU countries according to apparent similarities or influences

DE+SI; FR+TU; UK+MT; SE+LV

Research design

research protocol, key issues and questions country studies by national experts

review literature and official documentation interviews with key informants case studies of leading edge activities

comparative analysis against research objectives and associated questions

action research model for trade unions

Methodology

predominantly functional ‘job competence’ social partner involvement contingent low level of qualifications overall focus on immediate employer needs chronic skills mismatches flexibility and adaptability in CVT union-led learning and union renewal

UK and Malta

FR competence model theoretically robust TU adopting UK functional approach

social partner involvement problematic FR state sponsored, TU TÜRKIŞ preference

high volume provision in both countries FR high level of qualifications, TU opposite

inappropriate for labour market needs employers seek independent solutions

France and Turkey

complex occupational competence model dual system is gold standard for IVT high degree of social partner involvement high level of qualification IVT meets labour market needs

insufficient apprenticeship offers CVT insufficiently flexible

developing new workplace solutions

Germany and Slovenia

SE functional and interpretive competence models LV unclear, moving towards EQF

SE founded on social partnership LV unions lack resources and credibility

SE high volume, highly qualified LV inadequate provision, low qualification

Baltic Forum offers potential solutions

Sweden and Latvia

social dialogue assures labour market relevance

trade unions engaging with training as part of union renewal

Framework of Actions > more involvement FR regulated system > ANI 20/9/03 UK market system > ULRs DE model of sector social dialogue

Perceived good practice

state-regulated training systems prescribe a role for trade unions

role is contingent on trade union organisation in market-led systems

unions add most value in work-based systems (including dual system)

DE, SE, SI sectoral, UK, MA workplace FR state dependency (national and sectoral) TU, LV state dominance (union exclusion)

Factors promoting trade union involvement

national level framework agreements to promote lifelong learning (FR)

Bargaining or formal consultation rights on company training plans

Individual right to training leave, paid training and annual developmental interview

sector level engagement with employers (DE) forecasting skills needs, developing

qualifications and recognising competence workplace level activity promoting training as

an organising instrument (UK)

Strategies for increasing trade union involvement

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Further information

J. Winterton (ed.) Trade Union Strategies for Competence Development: An emerging area of social dialogue, London: Routledge, forthcoming.

j.winterton@esc-toulouse.fr